School Teams Research Articles

Effects of the comprehensive school reform program Success for All on students’ reading skills in Dutch schools

ABSTRACT Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students’ achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams receive coaching and training, and each school has a facilitator appointed who supports program implementation. SfA has shown positive results in the US, and has been translated to the Dutch context. Effects on students’ reading achievement were evaluated with a total sample size of 1,011 students from three cohorts. We found a significant positive effect on reading fluency of first-grade students (Cohen’s d = +0.40). The effect for the subgroup of low-socioeconomic-status students was even somewhat higher (Cohen’s d = +0.63). We did not find significant effects in Grade 2 and Grade 3. We also found no effects of SfA on reading comprehension.

Knowledge, attitude and practice regarding prevention of Covid 19 among school team

Knowledge, attitude and practice regarding prevention of Covid 19 among school team

Mental Health Support Teams in Schools

Mental Health Support Teams in Schools

Differences in teachers’ perception of job demands and resources related to well-being according to schools’ strategic human resource management?

ABSTRACT A substantial body of research has shown that the use of strategic human resource management (SHRM) can influence employees’ job resources thereby facilitating well-being. However, little evidence exists on the link between SHRM and teachers’ perception of job demands and job resources in the school. Based on semi-structured interviews with school leaders and team members, a comparative analysis between excellent and moderate strategic schools was conducted. The results indicate that: 1) various aspects of the teaching job and school environment are perceived both as job demand and resource by teachers and 2) teachers in moderated strategic schools perceive on average more demands related to the school leader compared to excellent strategic schools. Suggestions for further research and practical implications are discussed.

Including families in the implementation of school‐wide positive behavioral interventions and support: Dutch administrators and SWPBIS‐leadership team experiences

AbstractDespite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (n = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (n = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.

School Teams’ Reported Implementation of Family–School Partnerships in PBIS: Current Practices and Opportunities for Growth

Despite the potential benefits of integrating family–school partnerships into school-wide Positive Behavioral Interventions and Supports (PBIS), many barriers persist that limit a school’s ability to engage in meaningful family–school partnerships. These barriers to implementation suggest the importance of understanding the extent to which school teams can overcome these obstacles and promote family–school partnerships in PBIS. The present study adds to the literature by evaluating school teams’ reported implementation of different recommended practices in family–school partnerships in PBIS. Specifically, school teams in the U.S. state of Massachusetts (N = 79) participating in a 3-year PBIS implementation training program completed a survey (65% response rate) where they reported the extent to which they were implementing family–school partnership practices in PBIS across a variety of domains. Findings suggest relative strengths (i.e., communication, resources) and opportunities for growth (i.e., shared decision-making) in schools’ implementation of family–school partnership strategies in PBIS. We also found school characteristics related to increased enrollment and greater racial diversity of the student body posed additional challenges for school staff in ensuring high fidelity implementation of family–school partnership strategies in PBIS. We end with suggestions for researchers and practitioners to boost implementation of key features of family–school partnerships in PBIS via equitable and culturally responsive implementation strategies.

Junior High School Principal's Strategy in Preparing the Generation to Face the Era of Society 5.0

This research was conducted at Parahyangan Mulia Junior High School. The research subject is the principal of Parahyangan Mulia Junior High School Tasikmalaya because the principal is a leader and policy maker at school and must have a specific strategy regarding every policy he takes to deliver those goals. The goal of this research is to analyze the strategy used by the principal in preparing the generation to enter the era of society 5.0. A qualitative approach was employed in this research, and interviews, observations, and literature reviews were used as data collection techniques. The informants were the principal, head of the school team, teachers, and Parahyangan Mulia Junior High School students. The result of this research is the strategy of the principal in preparing the generation for the era of Society 5.0 is carried out through the development of the school's human resource program (character program, STEAM, and life skills) and cooperation with the stakeholders who have the same goals with the school. By implementing this strategy, the abilities of Parahyangan Mulia Junior High School students have increasingly developed according to the personality expected in the era of society 5.0, namely creative, critical, communicative, and collaborative.

Path Goal Leadership Of School Heads And Team Effectiveness Among Public Secondary Teachers In Digos City Division

Path Goal Leadership Of School Heads And Team Effectiveness Among Public Secondary Teachers In Digos City Division

Bullying as a factor in the maladaptation of a teenager's personality in a school team

Bullying as a factor in the maladaptation of a teenager's personality in a school team

Blended learning as a disruption in a vocational education building program

A building and construction teaching team in a vocational education school (within a university in Melbourne) introduced a blended learning model to one-third of their program. Traditionally, building students are accustomed to a high ratio of face-to-face learning, therefore, this new model disrupted the experience of both teacher and student. The model was examined using e-learning evaluation research methodology and findings are presented using the framework of Glazer’s (2012) characteristics of blended learning. Examination of the program identified areas in need of attention, such as active learning and online interaction and communication. Finally the authors promote the use of Glazer’s framework as a pedagogical evaluation tool for blended learning designs, while drawing out a particular focus on teacher presence as a distinct item in this framework.

The association between teacher-to-teacher relationships and student achievement: a meta-analysis

ABSTRACT In this meta-analysis, we investigated the association between teacher-to-teacher relationships and student achievement. We specifically explicated (a) the association between a teacher’s individual relationship with other teachers and student achievement; (b) the association between teacher-to-teacher relationships at the organisational level (i.e. school or grade team) and student achievement; and (c) how three frequently used theoretical frameworks in studying teacher-to-teacher relationships – teacher network, teacher collaboration, and professional learning community (PLC), at either individual or organisational level – were associated with student achievement. Key findings included (a) teachers’ individual relationships were not associated with student achievement; (b) the relationships in schools or grade teams were significantly positively associated with student mathematics and reading achievement; and (c) at the organisational level, all three theoretical frameworks had small, positive associations with maths achievement (r = 0.191 for teacher collaboration, r = 0.202 for teacher network, r = 0.189 for PLC), but the positive associations with reading achievement decreased from teacher network (r = 0.290) to teacher collaboration (r = 0.163) and to PLC (r = 0.078). The implications of the findings are discussed.

Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo

This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher teams among secondary schools was very effective in Instructional Practices, Student Orientation, Team Organization, and Team Structures. Findings also noted significant difference on the perceptions of English teachers regarding the effectiveness of interdisciplinary teacher teams in Team Organization. The study highlighted the positive impact of interdisciplinary approaches on student engagement and achievement. Interdisciplinary teacher teams offered opportunities for professional growth and development. Educators had the opportunity to expand their knowledge base, develop their teaching practices, and gain insights into alternative instructional approaches through collaboration with colleagues from different disciplines. Educational institutions can support this professional development by providing resources, incentives, and recognition for interdisciplinary collaboration.

Kontribusi Latihan Uphill Running Terhadap Peningkatan VO2MAX Tim Putra Sekolah Sepak Bola Pesawat FC Usia 13-15 Tahun

Uphill running is a training method that utilizes natural conditions or the surrounding environment in the training process. The incline of the hill, the length of the track, and the training interval are the main keys that determine the contribution of this training. The initial aim of the research is to determine the contribution of uphill running training to increasing VO2max at the Pesawat FC soccer school, especially at the age of 13-15 years. The direction of this research will be presented in the form of a detailed explanation of valid research data obtained in the field. The sample for this research is 22 players aged 13-15 years from the Pesawat FC soccer school team. The research stage was carried out by grouping the sample into two control groups and an experimental group after carrying out an initial test, fairly using the ordinal pairing method. The results of the calculation analysis from the difference test from the collected data were that the difference between the pretest and posttest was quite large, namely that in the control group, it was only 4.08%. In the experimental group, it reached 15.69%. This means that the treatment of uphill running training in the experimental group had a greater effect on increasing VO2max. In the end, it was proven that there was a contribution from uphill running training to increasing VO2max for the FC Jombang Airplane soccer school team.

Attributes and Actions of Principals as Instructional Leaders in Empowering School Management Teams (SMTs) in Schools

Purpose: This article examined the attributes and actions of principals as instructional leaders in empowering School Management Teams (SMTs) in Schools. The focus will be on trying to answer the main research question: What are the attributes and actions that principals as instructional leaders should have in performing their obligations? Method: Data collection was done through a questionnaire, literature review, and interviews. A pilot study was initially conducted before the commencement of the study to validate the contents of the questionnaire. To ensure validity, triangulation was undertaken (literature review, the questionnaire, and the focus-group interviews). The sample consisted of 55 principals (n=55) of schools in the Tshwane-West District of Gauteng in South Africa. Data analysis was done thematically, and the narratives of respondents were examined. Additionally, field data was verbatim transcribed from voice tapes. The transcribed information was completed as soon as the interviews were conducted to prevent incorrect interpretation of crucial information from the recordings and focus group interviews. Findings: In empowering SMTs in schools attributes like communication skills; a clear vision of the future of the school; an attitude of self-confidence; focus on teaching and learning; tough feedback; courage to raise controversial issues. It was found that the principals lack assertiveness; are tolerant of mistakes, and are sympathetic to wrongdoers. Principals are reluctant to share power and practice distributed leadership. Implications for Research and Practice: Policymakers and schools will be able to review policies and practices to strengthen schools.

Concussion response and recovery in men and women's rugby union: A reflexive thematic analysis of player interviews.

Numerous concussion-management protocols have been developed in rugby, though little is known about player's personal experiences of concussion. Specifically, research typically refers to clinical recovery, with social and psychological sequelae post-concussion gaining little attention. This study aimed to explore the experiences of rugby players in relation to being concussed and recovering from concussion. UK-based rugby players (10 men, 9 women and 1 non-binary person) from school, university, club, military and semi-professional teams took part in semi-structured interviews (36 ± 12 minutes). Interviews were transcribed verbatim, and a reflexive thematic analysis was conducted. Players considered pitch-side healthcare a necessity, though amateur players highlighted the difficulty in consistently accessing this resource. In the absence of medical staff, players were reliant on the goodwill of volunteers, but their response to concussion did not always align with current concussion guidance. Players highlighted that concussion recovery could be socially isolating and that current return-to-play programmes did little to restore lost confidence, resulting in retirement from the game in some instances. Participants expressed a desire for more in-person concussion education and for greater coverage of holistic methods to support their recovery. This study highlights a need for further investigation of the post-concussion social and psychological changes that players may experience during their recovery. Greater focus on information relating to concussion recovery and return-to-contact in education programmes would likely benefit player welfare.

The Effect of 12-Week Psychological Skills Training on Coping Skills and Performance Strategies in High School Volleyball Players

This study aims to analyze the effect of Psychological Skills Training (PST), which includes goal setting, imagery, relaxation, and self-talk, on high school volleyball team players in terms of athletes’ ability to cope with sportive problems and selected performance strategies. The study groups for this research were determined in two steps. In the first step, high schools in Mersin's central districts and those carrying out educational activities with the same curriculum were reviewed so that the study groups would have similar characteristics. With the purposeful sampling method, nine Anatolian High schools located in non-vocational Anatolian type-high schools and preparing for competitions in volleyball, a young female category was determined, and two of these high schools were suitable for the study. In the second step, two high school teams were assigned as experimental groups (n = 14) and control groups (n = 14) by drawing lots. The mean ages of the participants were 14.93 (SD = .730) and 15.14 (SD = .770) for the experimental and control groups, respectively. The Personal Information Form, Coping Scale with Sports Problems (ACSI-28), and Performance Strategies Test (TOPS) were used as data collection tools. In the data analysis, a two-factor ANOVA test was used for mixed measurements. As a result, it was found that PST carried out in the school environment has no effect on athletes' ability to cope with sports problems or performance strategies other than imagery in training.

The contribution of school social work to climate change education and mental health support

ABSTRACT This narrative review outlines how school social workers, as part of multi-professional school teams, can be involved in climate change education and mental health support. Rapid climate change and extreme weather events pose an existential threat to children and adolescents, triggering a range of climate emotions such as worry, anxiety or anger. International research shows that current and future climate scenarios affect young people's mental health. In order to achieve good health and well-being, and to prevent serious mental health problems, it is essential to be aware of their climate emotions and distress. In the climate crisis, schools, as important social spaces for children and adolescents, are therefore challenged to provide appropriate educational responses and health promotion for students of all ages. School social workers can make a professional contribution by providing education and counselling aimed at promoting emotional regulation and coping, empowerment for climate action, building self-efficacy and resilience to climate change, and developing comprehensive climate and health literacy. Finally, new challenges and tasks that arise in this context and that require the professional development of school social work are highlighted.

Изучение математических представлений у младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями

The aim of the study is to summarize the results of an experimental research aimed at exploring cognitive development and mathematical concepts among pupils in grades 1-4 with autism spectrum disorders (ASD) and intellectual impairments for further exploration of effective methods and approaches to forming mathematical concepts. The experiment was conducted at the State Public Educational Institution of Moscow “School No. 2124 'Center for Development and Correction'”. It involved 72 pupils in grades 1-4, ranging in age from 7 to 12 years old. Using the psychological and pedagogical diagnostics of cognitive development of children aged 3-4 and 4-5 (E. A. Strebeleva), the CARS scale for determining the degree of autism (E. Schopler, R. J. Reichler, R. F. DeVellis, K. Daly), testing and assessment materials developed and practically evaluated by the pedagogical team of School No. 2124, data were obtained on the low level of cognitive development among first-grade pupils starting school under the adapted basic education program of primary general education for students with ASD (variant 8.4), as well as the insufficient level of cognitive development among pupils in grades 2-4 relative to the mathematics program offered to them. Scientific novelty lies in the following: a correlation was identified between pronounced autism spectrum disorders and the low level of formation of mathematical concepts among younger school children with ASD and intellectual impairments. During the study, it was found that children with severe autism exhibit a low level of elementary mathematical concepts. As a result of the research, different levels of mastery of mathematical concepts among pupils in grades 1-4 with ASD and intellectual impairments were determined, their typical errors and the need for various types of assistance in task completion, as well as different dynamics in the assimilation of mathematical concepts among pupils in grades 1-2 and 3-4 were identified.

Using screening data: Educators’ perceptions of a structured data review

Schoolwide social-emotional screening identifies students who may be at-risk for school problems and benefit from prevention efforts, additional supports, or individualized interventions. Data from screening can also pinpoint topics that bolster teachers’ knowledge and skills when they provide supports and instruction focused on social, emotional, and behavioral needs. While research has explored many aspects of schoolwide screening, studies that focus on how the process of summarizing and using screening data are limited. This study investigated school teams’ perspectives on the use of a structured guide for reviewing their screening data. After collecting schoolwide screening data, 47 participants from seven school leadership teams used a Discussion Guide (DG) to answer a series of questions about their Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE) data. Using content analysis, this qualitative study identified what teams found helpful, less helpful, and what they might add to the DG. Participants valued the DG’s usefulness in developing data-based responses to the SRSS-IE results and identifying patterns and trends in their data. Including a menu of specific intervention strategies and supports was a frequent suggestion for improving the DG. Reviewing their screening data took longer than expected; participants recommended that teams needed multiple meetings for organizing, analyzing, and developing action plans.

Fostering Collaborative School Improvement in Estonian Schools

This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face difficulties in improving their pedagogical processes. Six Estonian schools with lower performance indicators participated in the School Improvement Program in 2021–2022. In each school, leaders and teachers formed a team together with two mentors. Supported by university experts, the school teams began working on a topic they chose to improve their students’ learning while simultaneously increasing the school’s leadership capacity by strengthening a collaborative school culture. The results of this qualitative research demonstrate that the arrangement of teamwork and the creation of shared values and goals constitute the key factors in creating a collaborative culture. Collaborative culture can be fostered by composing a stable team, developing routines for collaboration, ensuring open communication among all parties, focusing consistently on the goal, and building trust among participants. The obstacles are resistance to change, an unstable team, no routines for collaboration, a lack of communication, and no commitment to the goal. External support is important for both successful school teams and those facing challenges in the improvement process.